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Social belonging interventions are designed to improve positive student outcomes like engagement, academic outcomes, social capital, and well-being. Despite many of the existing studies that have assessed the effectiveness of these interventions in higher education, there is a need for statistical synthesis to determine their effectiveness across different university student populations. The purpose of this planned systematic review and meta-analysis is to assess the impact of social belonging interventions on university students’ outcomes and establish factors that govern the relationship between social belonging and student outcomes using random effects meta-regression. Electronic databases will be searched using keywords related to higher education, wise interventions and social belonging. Following the Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) guidelines, the primary outcome measure will be changes in learning/academic performance and the secondary outcome measure will be changes in well-being. Each study will be assessed for quality using a validated tool such as the Meta-analysis of Observational Studies in Epidemiology (MOOSE) guidelines. The Comprehensive Meta-Analysis software, version 3, will also be used for the random-effects meta-analyses. The results will provide important information about the effects of social belonging interventions on university students and will facilitate the identification of factors that may enhance or hinder their efficacy. This will help university staff make informed choices about whether or not to use the social belonging intervention and contribute to the development of evidence-based practices in higher education

This paper reports on a study of the dynamics of social emotions and social bonds between students and class teachers by analysing the narratives of students receiving intensive special support in the Finnish vocational education and training (VET) system. Pride refers to a strong and safe involvement in interaction, and shame implies intimidated social bonds. The analysis is based on abductive content analysis for which Greimas’ actant model worked as an analysis tool. We found some students showing high respect to their teachers who acted as senders setting the objects for students’ studying. Pride is based on the students’ experiences in achieving the objects, thereby pleasing their teachers and secondly on their ability to see positive development in their social belonging. The students who experienced feelings of shame did not perceive themselves as being subjects of positive development, but their special needs overshadowed their social relationships. They found it difficult to see approving and benevolent senders and receivers which could be interpreted as an explicit source of shame. The results concern not only individual teachers’ pedagogical practices and ways of interaction, but also the whole VET system which addresses competence and effective individual study paths rather than social belonging and communality. publishedVersion

This study investigates how adding robots or people into an empty urban space picture impacts anxiety and belongingness to urban space with a survey experiment manipulating the elements in the same background. The research question is, “Does adding robots or people into an empty urban space background impact anxiety and belongingness to urban space?”

Das Buch vergleicht zwei gegensätzliche Muster sozialer Zugehörigkeit in einem muslimischen palästinensischen Lager, Al-Jalil, und dem vor 2011 letzten christlichen palästinensischen Flüchtlingslager der Welt, Dbayeh. Durch seinen innovativen Fokus auf soziale Zugehörigkeitsprozesse, die auf dem ritualisierten Rhythmus des täglichen Lebens basieren, präsentiert und analysiert der Autor komplexe Diskurse, Praktiken, Erfahrungen und Emotionen des Lebens im Exil und vermeidet vereinfachende Erklärungen, die ausschließlich auf dogmatischen Auffassungen von Religion und Nationalität basieren. Die orthodoxe Lehrmeinung neigt dazu, die Unterschiede zwischen den Lagern hauptsächlich den verschiedenen Religionen zuzuschreiben. Diese Studie zeigt jedoch, wie moralische Selbstkultivierung, Frömmigkeit und Religiosität, Nationalität, Zuflucht und Politik miteinander in Beziehung treten und einen Großteil des täglichen Lebens in den Lagern bestimmen., Living in Refuge is a unique dense socio-historical portrait of two Palestinian refugee camps in Lebanon for which there is almost no recorded literature and that have changed greatly, especially after 2011 and the influx of Syrian refugees. The book compares two contrasting patterns of social belonging in one Muslim Palestinian camp, Al-Jalil, and what, before 2011, was the last Christian Palestinian refugee camp in the world, Dbayeh. Through its unique approach to social belonging processes based on the ritualized rhythm of daily life, it presents and analyses complex discourses, practices, experiences and emotions of life in exile, avoiding simplistic explanations solely based on dogmatic understandings of religion and nationhood. This study shows how moral self-cultivation, piety and religiosity, nationhood, refugeeness and politics are all embedded in each other and frame much of the camps’ daily life.

This study explored the relationship between technology acceptance and learning satisfaction in the context of blended learning, with a particular focus on the mediating effects of online behaviors, emotional experience, social belonging, and higher-order thinking. A total of 110 Chinese university students participated in this study and completed a questionnaire at the end of 11 weeks of blended learning. The results demonstrate that technology acceptance directly and indirectly relates to blended learning satisfaction. The mediation analysis further revealed two significant mediating pathways from technology acceptance to blended learning satisfaction: one through higher-order thinking, and the other through serial mediation of emotional experience, social belonging, and higher-order thinking. Moreover, there was no significant mediating effect of online learning behaviors on blended learning satisfaction. Based on these results, we have proposed practical implications for improving blended learning practice to promote learner satisfaction. These results contribute to our understanding of blended learning as an integrated construct under the triadic interplay of technical environment, learning behaviors, and individual perceptions.

This participatory action research explores the perceived social support of youth whose parents have a mental illness during their transition to adulthood. Social support is an important protection factor during this developmental period, but few studies have explored how these young adults perceive their social support. Nor has any study assessed whether participation in a group-based participatory action research project could improve these youth's sense of support.Purpose: (1) identify which aspects of social support these youth spontaneously address when talking about their experiences in Photovoice workshops; (2) explore how participants view these types of workshops as a good way to improve their sense of social support and belonging.Methodology: Ten young adults (nine women and one man) between the ages of 18 and 25 who have at least one parent with a mental illness participated in Photovoice meetings in 2019. These group meetings aimed to explore and share their experiences as young adults whose parents have a mental illness. The testimonies were combined with data obtained from the abbreviated version of the Social Provisions Scale and the Scale of Social Belonging.Results: The quantitative results suggest that participants consider their social support levels to be high, but their qualitative statements highlight low level or absence of parental support in terms of emotional, informative or instrumental levels. They see themselves as an important source of support for their parent and discuss the importance of having other supports figures (romantic partner, employer, friends, sibling, etc.). Conversely, they have difficulty asking for help for various reasons (including fear of stigma). They consider that their participation in this Photovoice project allowed them to feel heard, supported and to develop a sense of belonging to a group.Discussion: To conclude, clinical issues to be considered for psychosocial intervention with young adults of parents with a mental illness are discussed.

Research implicates experiences of discrimination in exacerbating cardiometabolic disease (CMD) risk. Belongingness has been suggested as a buffer against the adverse effects of discrimination. However, when discrimination occurs in an environment to which one feels they belong, then the potential benefits of belongingness may dissipate or even exacerbate the effects of discrimination. In the present study, we examined these competing hypotheses on how campus belonging might moderate the relationship between discrimination experienced on campus and CMD risk. College students (n = 160, 60.9% Latino/a/x) reported the frequency of on-campus discrimination and campus belongingness, and then completed items assessing risk for CMD. More frequent discrimination related to higher comparative CMD risk among those who reported high campus belongingness, even after adjusting for relevant covariates. These findings highlight the complicated nature of belongingness in the context of physical health. Future research is needed to better understand the role of environment when considering morbidity among college students.

Este artículo pretende suscitar en la comunidad académica nacional1 el interés por reflexionar sistemáticamente sobre las problemáticas de la formación de los profesionales de la educación, asumida como expresión de la crisis, que se erige como una oportunidad para la reconstrucción social de la identidad del docente colombiano. Avanza en el análisis de problemáticas que advierten que los cambios del contexto normativo (Discursoeneral) no son suficientes a la hora de interrogarnos por la profesionalidad del docente. Lejos de pretender fijar una posición única y determinante, este artículo invita a reaccionar de manera asertiva y propositiva sobre problemáticas que requieren una solución oportuna, razón por la cual se utiliza el interrogante y la provocación al lector, como estrategia fundamental que conduzca de manera autónoma a la construcción de alternativas de solución social e investigativa pertinentes. This article intends to arise in the national2 academic community the interest for a systematic reflection about the problems of the professional teacher training, assumed as an expression of the crisis that sets itself up as an opportunity for the social reconstruction of the identity of the Colombian teacher. This study progresses into the analysis of the problems that point out that the changes of the normative context (General Regulative Discourse) are not enough when the question about the teacher professionalism arises. Far from trying to establish a unique and determinant position, this article invites to react in an assertive and proposal driven manner on issues that require a convenient solution, reason why the query and the reader provocation are used as essential strategies that lead autonomously to the construction of pertinent alternatives for a investigative and social solution.

A multi-year campus-wide project "Building Academic Tenacity” promotes undergraduate students’ ability to thrive in a rigorous academic environment by fostering social belonging, self-regulation and growth mindset skills at the University of British Columbia. One project site called the Academic Scholars Program (ASP) was piloted twice in a large lecture based first year cell biology course. The program was designed to engage students with a wide range of co-curricular and extracurricular activities believed to promote academic success. The program was accessible to students via the campus course management site (Canvas) and throughout the term, students were offered activities that were designed to enhance their (1) academic, (2) social engagement, and (3) personal development skills. To receive the ASP certificate and 3% participation marks, students needed to complete a pre and post term survey and collect six points in each of the three categories of activities by the end of the term. Student participation was self-reported using activity logs and reflective questions. In the first iteration of this project, approximately a third of the students received the certificate. Our initial findings showed that ASP students overall performed 5% better on exams than students who did not participate. Also, students responded positively to the benefits of participating and appreciated being directed towards key campus events. Because of the ASP program, ASP students reported a higher sense of belonging and improved self-regulation skills. Additionally, 93% of these students would recommend the program to future students and found the program activities relevant to their student experience. Our session will serve to highlight the importance of co-curricular activities and academic success.

A paucity of research exists that examines how well hearing-impaired students function in the primary and secondary grades when attending a general education setting. The research that does exists to suggest that issues of poor self-perception, challenges regarding a sense of belonging, and self-image may be amplified for the non-hearing student. The current investigation examines the self-reported feelings of the hearing-impaired students relative to the student with no identified hearing difficulties. Results suggest that while social belonging may be a problem for the hearing-impaired students relative to their hearing peers, no differences were found on the responses associate with self-image or trouble at school.

Introduction: In Norway one of three young people drop out of high school. For young people to be on the outside of education or work may develop feelings of isolation and lack of control, resulting in alienation from both authority and community that may further marginalize them. Some develop mental-health problems.Aim: The aim of this study was to describe and interpret the experiences of young persons neither in school nor working who participated in a one-year inclusive-theatre project. The research questions were as follows: How do the participants describe their experiences with inclusive theatre related to self-image? How does participating in inclusive theatre affect their social belonging and participation? Method: Three multi-stage focus-group interviews with participants were carried out. The data material was analysed with thematic content analysis.Findings: The main theme was ‘a changed self-image’ and four sub-themes emerged: ‘increased self-confidence’, ‘increased ability to cope’, ‘responsibility’, and ‘connectedness to others and society’.Conclusion: Through increased self-esteem, the participants explored opportunities to form their own development and to find a way to pursue their goals as part of society. They dared to meet the challenges which had provided them with good experiences and a more meaningful life. They went through a social process of empowerment where there was the recognition, promotion, and strengthening of their ability to satisfy their own needs, involving a mobilization of the necessary resources in order to feel in control of their own lives. They began to believe in a future with education, work, and friends.

В статье автором рассматривается феномен дискурса моды, анализируется ее специфика, описываются некоторые особенности модной индустрии. Помимо этого, дается определение моды, как социокультурного явления, рассматривается междисциплинарный характер изучения моды. Автором исследуется научное обоснование моды как социального феномена. Помимо этого, были выявлены основные задачи моды, а именно: идентификация себя, как личности, а также сообщение о своей социальной принадлежности, возможность самовыражения. В результате, автор приходит к выводу, что мода – это особое направление в жизни общества, которое может быть сформировано под влиянием многих факторов: социальных, культурных, экономических, политических и т.д., In the article the author observes the phenomenon of discourse of fashion, analyzes its specificity, describes some features of the fashion industry. Besides, it is given the definition of fashion, as a socio-cultural event, considered an interdisciplinary character of the fashion studying. The author explores the scientific basis of the fashion, as a social phenomenon. Additionally, were carried out the main tasks of fashion, they are the following: identifying yourself, as a personality, also telling about your social belonging, the possibility of self -expression. As a result, the author comes to the conclusion, that fashion is a special tendency in the life of society, that can be formed under the influence of many factors: social, cultural, economic, political etc.

Resumen El proceso globalizador provocó cambios en las sociedades centroamericanas, entre los que destaca la emergencia del consumismo. La población joven es clave para este fenómeno, aunque aún no existe suficiente evidencia empírica al respecto. Precisamente, el presente artículo expone los principales resultados de una investigación que tuvo como objetivo analizar críticamente las relaciones entre consumismo y exclusión social y su afectación a personas jóvenes. Se generó una tipología mediante el análisis de conglomerados biétapicos (two-step cluster). Entre los hallazgos destaca la presencia de una heterogeneidad de juventudes en el territorio con dificultades de inserción laboral, agravada para las mujeres. Además, se evidencia la fragilidad de la pertenencia social simbólica generada por el consumismo, fenómeno que legitima las desigualdades existentes. Abstract The globalization process made changes in Central American societies, among which the emergence of consumerism stands out. The young population is key in this phenomenon, although there is still not enough empirical evidence in this regard. Precisely, this paper presents the main results of an investigation that aimed to critically analyze the relationships between consumerism and social exclusion and its impact on young people. A typology of young people was generated through the two-step clusters analysis. Among the findings is the presence of a heterogeneity of youth in the territory with labor insertion difficulties, aggravated for women. In addition, there is evidence of the fragility of symbolic social belonging generated by consumerism, a phenomenon that legitimizes existing inequalities.

J’ai quatre témoins de l’amour que je lui porte, alors que toute autre affaire n’en réclame que deux : Les palpitations de mon cœur, le tremblement de mes membres, la pâleur de mon teint et la paralysie de ma langue. (Muġulṭāy, al-Wāḍiḥ, p. 97) لي في محبته شهود أربع وشهود كل قضية اثنان خفق قلبي وارتعاد مفاصلي وصفور لوني واعتقال لساني Dan...

Urban redevelopment primarily occurs in shantytowns and the squatters are the most affected by it. The redevelopment projects can potentially lead to countless problems within the neighborhood due to the spill-over effect it has on the social fabric of a community. The main objective of this article is to analyze one of the redevelopment site, Sarigol, in Istanbul and three of those problems caused by the urban redevelopment: loss of social belonging, displacement and social exclusion. According to numerous studies, the fundamental cause of social exclusion, regarded as loss of the sense of belonging and physical displacement, is that prior to urban redevelopment, the members of various socio-cultural and economic social classes were living together without any social integration. The town of Sarigol, which was chosen for fieldwork, was established as a shantytown in the 1950's and today, urban transformation continues there at full speed. In this research, in-depth interviews have been conducted in Sarigol and the effects of a changing social dynamic were analyzed with regard to residents' responses on urban redevelopment within the context of those concepts. To absorb the negative effects of the process, innovative changes have to be presented both for physical and social fabric of the neighborhood. In order to provide the social and economic integration, social bonds which allow new comers to gain their sense of belonging and enable stabiles to overcome their socio-cultural and economic differences have to be built.

Forming as many interpersonal relationships as possible is one of the most important goals in peoples’ lives. Mutual physical activities create a basis for social belonging. Therefore, the goal of the study is to determine the correlation between the components of social belonging and physical activity among women in fitness. The social belonging analysis was conducted with the use of questionnaires (adopted in Latvian), and a shortened version of IPAQ to determine the levels of physical activity. The components of social belonging were defined, and several weak, but significant, correlations between these components and the level of physical activity were found. According to the data obtained in the current study we can conclude, that social belonging has positive impact on PA. Those, who more often feel the relatedness, satisfactory from interpersonal relationship and inclusion in the social groups are more physically active. In order to evaluate, how the quality of life aspect of social belonging for women in fitness correlates with physical activity, they must be taken into account.